UNIVERSITY    OF    CALIFORNIA  AGRICULTURAL 

COLLEGE     OF     AGRICULTURE  E X P E R I M E N T   ST AT  I  O  N 


BERKELEY,   CALIFORNIA 


E.  J.  WlCKSON,  Director 


CIRCULAR  No.    4  7 
NOVEMBER,    1909 


Agriculture  in  the  High  Schools 

By  Leroy  Anderson 


LINOTYPING    AND    PRINTING 

BY    BOYS   OF  THE   STATE   SCHOOL, 

WHITTIER,    CALIFORNIA 


Agriculture  in  the  High  Schools 

BY    LEROY    ANDERSON 

SO  DEEP  an  interest  is  manifested  in  many  sections  of  the  State  in  teaching 
agriculture  in  the  public  schools,  and  inquiries  regarding  it  are  so  frequent 
in  the  correspondence  of  the  College  of  Agriculture,  that  it  has  seemed 
wise  to  issue  a  general  circular  covering  the  more  important  points  of  the  sub- 
ject. It  is  the  purpose  of  this  circular  to  touch  only  upon  agriculture  for  the 
High  Schools,  and  this  publication  may  be  considered  but  little  more  than  a 
preliminary  report  which  will  be  followed  by  more  complete  information  as  the 
subject  undergoes  its  natural  evolution.  A  general  circular  upon  agriculture 
in  the  primary  and  grammar  schools  is  not  contemplated  at  present,  but  sugges- 
tive helps  for  teachers  in  these  schools  are  now  in  preparation. 

The  successful  teaching  of  agriculture  in  secondary  schools  is  no  longer  in 
doubt.  Examples  of  such  leaching  may  be  found  in  several  states  where  sepa- 
rate schools  have  been  established  for  this  particular  purpose  as  county  or  dis- 
trict or  state  agriculture  schools.  Two  notable  instances  in  our  own  state  of 
secondary  courses  in  agriculture  in  state  institutions  will  be  mentioned  in  detail 
later.  The  success  of  these  special  schools  is  due  to  the  timeliness  and  vitality 
of  the  subjects  taught  and  to  securing  instructors  who  are  especially  fitted  for 
agricultural  teaching,  usually  graduates  of  agricultural  colleges.  The  first 
elements  of  success  are  not  lacking  in  any  rural  community ;  for  the  sciences  re- 
lacing  to  agriculture  and  all  topics  of  pure  agriculture  are  full  of  interest  and  of 
daily  importance,  and  young  people  are  hungry  for  instruction  in  them.  The 
second  element  of  success  is  not  always  readily  obtained  because  of  the  de- 
mand for  agricultural  graduates  in  commercial  enterprises. 

In  these  days  when  so  much  is  said  and  written  about  industrial  education 
it  is  helpful  to  consider  agriculture  as  belonging  to  this  large  and  growing  de- 
partment of  teaching  endeavor.  The  fact  that  a  large  percentage  of  our  popu- 
lation is  engaged  in  agriculture  of  one  sort  or  another  makes  it  a  subject  worthy 
to  be  taken  into  the  school  room  in  as  dignified  and  thorough  a  manner  as  is 
any  scientific  or  technical  subject.  Mechanical  trades  or  industries 
are  provided  for  in  the  city  schools  in  public,  as  well  as  in  private  institutions, 
and  afford  an  argument  for  placing  the  foundation  industry,  agriculture,  in 
rural  schools. 

The  high  school  located  in  a  rural  community,  or  drawing  largely  upon 
the  farming  population  for  its  pupils,  needs  no  further  reason  for  adding  agri- 
culture to  its  curriculm  than  that  it  is  thereby  more  closely  fitting  its  environ- 
ment. When  we  consider  the  matter  seriously,  it  seems  incongruous  that  a 
high  school  in  a  small  town,  surrounded  by  a  rich  agricultural  territory, 
should  be  devoting  all  its  money  and  energy  to  instruction  in  language,  history, 
mathematics  and  a  little  of  science  with  not  a  word  or  thought  of  the  industry 
which  gives  the  place  its  being,  and  with  no  correlation  between  the  subjects 
taught  and  the  live,  throbbing  heart  of  the  whole  community — its    agriculture. 


It  is  a  pleasure  to  record  that  one  by  one  the  high  schools  of  California* 
either  through  their  faculties  or  their  patrons,  are  endeavoring  to  better  fit 
themselves  to  more  adequately  serve  the  community  by  adding  agriculture  in 
some  of  its  branches,  at  least,  to  the  course  of  study. 

SOME  AWAKENING  COMMUNITIES 

The  advanced  step  taken  by  the  University  in  adding  agricultural  sub- 
jects to  the  list  of  entrance  credits  from  high  schools  has  given  a  great  impetus 
to  agricultural  teaching  throughout  the  state.  At  least  three  high  schools 
have  introduced  it  as  a  definite  study  under  a  few  of  its  many  divisions  and  a 
half  dozen  or  so  have  introduced  it  as  correlated  or  applied  science  without 
presenting  it  as  a  separate  course.  We  are  fortunate  in  being  able  to  quote 
from  correspondence  from  several  teachers  in  each  of  the  two  prevailing  meth- 
ods of  attacking  the  subject  and  we  will  permit  their  statements  to  convey  to  the 
reader  the  methods  and  results  of  its  introduction. 

At  the  Oxnard  Union  High  School  Mr.  W.  G.  Hummel,  a  graduate  of 
the  University  of  Illinois  College  of  Agriculture  of  some  three  or  four  years 
since,  was  this  year  engaged  to  teach  agriculture.  Under  date  of  October 
30th  he  writes: 

"Neither  agriculture  or  botany  has  ever  been  given  in  the  school  before 
this  year,  so  we  are  obliged  to  start  our  work  quite  from  the  beginning.  Dur- 
ing the  present  year  I  am  teaching  courses  in  botany,  physical  geography,  and 
agronomy.  I  have  worked  out  courses  for  the  second,  third,  and  fourth  year 
agricultural  work  very  carefully,  but  of  course  cannot  use  them  during  the 
present  year.  In  the  agronomy  course  given  this  year  we  are  now  making  a 
preliminery  study  of  plant  physiology,  composition,  and  structure,  which  will 
be  followed  by  plant  propogation  work ;  the  study  of  plant  heredity  and  im- 
provement, and  plant  environment.  A  greenhouse  has  just  been  completed,  for 
use  in  the  agricultural  work  of  the  school,  and  four  acres  of  land  have  been 
purchased,  for  individual  student  gardens  and  experimental  plots." 

Mr.  D.  N.  Morgan  of  the  class  or  1  909,  University  of  California  Col- 
lege of  Agriculture,  was  called  to  introduce  agriculture  in  the  Imperial  County 
Union  High  School.  He  describes  his  beginnings  fully  in  a  letter  to  Professor 
Babcock,  from  which  we  are  privileged    to  give  some  interesting  extracts: 

"The  high  school  work  has  far  exceeded  my  expectations.  Twelve  are 
enrolled  in  botany  and  plant  propagation,  six  in  the  dairy  course  and  six  in 
the  course  in  livestock.  I  also  have  the  entire  entering  class  in  Physical  Geog- 
raphy. The  botany  class  is  using  Bailey's  First  Lessons  in  Biology;  along 
with  it  I  am  working  in  topics  of  general  interest  such  as  seed  selection  and  ger- 
mination, tests  of  alfalfa,  that  is  being  actually  planted,  so  that  the  results  of 
our  work  can  be  shown  in  the  crop  itself. 

"Under  the  head  of  livestock  I  am  giving  the  class  lectures;  one  day  a 
week  we  devote  two  periods  to  actual  work  with  the  horses.  As  a  large  num- 
ber of  the  pupils  drive  to  school,  we  have  plenty  of  material  to  illustrate  nearly 
every  variety  of  unsoundness,  also  to  study  anatomy,  and  types  of  horses. 
Cattle,  hogs,  sheep  and  goats  will  follow.  The  Dairymen's  Union  has  asked 
if  I  would  be  prepared  to  make  tuberculin  tests,  also  if  I  would  address  them 
on  the  subject  at  one  of  their  meetings.  Needless  to  say  I  agreed.  The 
course  in  dairying  is  working  out  well. 

"For  the  physical  geography  work  we  have  a  splendid  equipment  of  in- 
struments worth  five  hundred  dollars.     I  have  emphasized  the  value  of  maxi* 


mum  and  minimum  temperatures  over  the  mean  and  the  pupils  are  now  taking 
daily  observations  and  keeping  records.  An  excellent  transit  is  also  part  of  our 
equipment.  Observations  on  the  sun  were  the  order  of  the  day  at  the  time  of 
the  equinox. 

"In  regard  to  the  field  work  the  people  of  Imperial  have  offered  me  ten 
acres  of  land  to  do  with  as  seems  best.  The  people  of  the  community 
are  much  interested  in  our  work  and  have  offered  their  places  for  experimental 
work.  The  board  of  trustees  have  agreed  to  build  an  agricultural  building 
next  year  to  cost  at  least  ten  thousand  dollars.  They  have  supplied  all  the 
books  I  requested." 

The  Kern  County  High  School  engaged  Mr.  H.  F.  Tout  of  the  class 
of  1  906  of  the  California  Polytechnic  School  to  teach  agriculture  and  manual 
training.  The  principal,  Mr.  Macomber,  writes  us  on  September  1 9th  as 
follows: 

"We  are  handicapped  in  starting  the  work  this  year  because  of  the  lack 
of  pupils  who  have  Chemistry  and  Botany.  It  so  happens  that  almost  without 
exception  the  boys  of  our  Junior  and  Senior  classes  are  expecting  to  go  to  the 
University  and  so  are  turning  their  attention  to  the  admission  requirements. 
We  are  introducing  the  elementary  course  in  the  Sophomore  year  and  are  plan- 
ning to  cover  about  the  ground  outlined  in  Voorhees'  First  Principles  of  Agri- 
culture. We  have  enough  land  for  experimental  work  this  year  and  the  ne- 
cessary equipment  for  it. 

"We  have  introduced,  with  the  entering  class  this  year,  an  entirely  new 
scheme  of  work  which  will  give  a  proper  place  to  Agriculture.  In  this  course 
we  will  give  them  the  Elementary  Physical  Geography,  Botany  and  Chemis- 
try in  the  first  two  years,  with  work  in  Horticulture,  Soils,  Plant  Propagation 
and  Plant  Diseases  in  the  third  and  fourth  years.  This  is  all  we  have  mapped 
out  so  far,  as  it  will  be  some  little  time  before  we  will  have  many  pupils  ready 
to  go  into  the  work. 

"While  it  seems  that  we  have  tried  to  work  out  every  detail  in  the  third 
and  fourth  years  of  this  new  course,  we  have  done  it  only  to  see  what  we 
might  do.  We  are  concerned  at  present  only  with  the  first  and  second  years. 
Our  Freshmen  enrollment  this  week  divided  twenty-five  to  the  Academic 
course  and  fifty  to  the  Industrial,  a  proportion  which  pleases  me  very  much." 

So  far  as  we  know  the  above  are  the  only  California  high  schools  which 
have  men  technically  trained  in  agricultural  schools  teaching  agriculture  and 
each  of  these  began  this  year.  The  Hanford  High  School  expects  to  begin  the 
study  of  the  subject  in  January  for  students  in  the  fourth  year  who  have  had 
adequate  preparation  in  natural  sciences.  Some  high  schools  began  agriculture 
as  correlated  science  in  1  908-9  and  among  them  the  one  in  Gardena,  Los 
Angeles  county,  Mr.  F.  H.  Bolster  writes  of  his  experience  under  date  of  Oc- 
tober 9,  1909,  as  follows: 

"At  present  General  Science  and  Botany  are  directly  correlated  with 
agriculture.  The  principal  aims  to  correlate  Chemistry  somewhat  with  agricul- 
ture but  only  in  a  general  way 

"I  am  doing  my  best  work  in  General  Science  and  trying  to  make  Bot- 
any, which  I  like  better,  a  close  second.  I  began  with  a  study  of  the  earthworm 
and  vegetable  mold.  I  wanted  to  take  up  an  insect  next  but  instead  began 
some  simple  experiments  in  Chemistry,  studying  the  elements  neccessary  for  the 
growth  of  plants.  These  experiments  are  simplified  to  the  last  degree.  For 
example,  each  one  made  oxygen  from  potassium  chlorate  mixed  with  sand  in  a 


penny  thimble  to  which  they  attached  a  handle  of  baling  wire.  I  have  a  class 
that  is  thoroughly  interested.  After  the  oxygen  experiment  they  managed  to  spill 
the  material  I  gave  out  and  then  gathered  it  up  and  went  down  to  the  black- 
smith shop  and  continued  the  experiment  by  themselves.  I  make  a  good  deal  of 
the  application  to  the  experiment,  aiming  to  make  it  thoroughly  practical  yet 
trying  not  to  be  too  deep  for  the  first  year  pupils.  I  require  a  well  kept  note 
book  and  hold  them  in  written  tests  for  everything  I  give  them  or  that  comes 
out  in  class. 

"My  methods  in  Botany  are  very  much  the  same  as  in  General  Science 
except  that  I  do  not  make  it  quite  so  elementary.  I  use  Osterhout's  Experi- 
ments and  Bergen's  Elements. 

"In  both  I  require  garden  work  and  try  to  make  a  lesson  out  of  every- 
thing that  comes  up.  In  Botany  I  began  with  the  end  rot  of  tomatoes  simply 
because  we  had  a  lot  of  vines  in  last  year's  gardens  that  were  suffering  from 
the  disease.  Of  course  we  could  not  study  the  fungus  itself  to  begin  with, 
but  we  tried  six  different  ways  of  curing  the  disease  with  the  result  that  we 
found  some  things  that  helped.  We  will  begin  to  raise  trees  soon.  I  have  in 
my  requisition  for  seeds  and  my  plans  made  for  lath  house  which  will  be  built 
soon.  The  bonds  are  all  sold  and  we  will  soon  have  the  twenty  thousand 
dollars  for  the  developing  of  the  school." 

The  following  plan  briefly  outlined  by  Mr.  F.  T.  Bell,  teacher  of  sci- 
ence at  the  Siskiyou  County  High  School  at  Yreka,  indicates  a  line  of  work 
which  may  be  followed  by  the  teacher  of  chemistry  during  the  third  or  fourth 
year  of  the  high  school  course: 

"The  course  will  take  up  principally,  the  analysis  of  soils,  the  practical 
growing  of  profitable  crops  on  a  soil  of  given  constituents;  the  rational  feed- 
ing of  stock  and  men  from  the  standpoint  of  efficiency  and  rations;  the  causes 
and  prevention  of  disease  among  common  stock;  and  the  natural  and  artificial 
fertilization  and  reproduction  of  the  ordinary  and  desirable  farm  vegetable  pro- 
ducts; all  to  be  approached  from  the  basis  of  abstract  chemistry,  botany  and 
bacteriology." 

Mr.  T.  J.  Penfield  of  the  Vacaville  Union  High  School  has  found  a  way 
of  using  the  garden  as  the  basis  of  agricultural  teaching  with  the  text  book  only 
as  reference.     He  says  in  a  letter  on  October   1  8th: 

"We  are  starting  a  course  in  Gardening  in  this  school  this  year  and 
would  be  glad  for  any  help  we  can  get  toward  making  it  interesting  and  valu- 
able. So  far  the  interest  of  the  class  has  been  most  gratifying.  We  are  using 
Warren's  Elements  of  Agriculture  as  a  text — mainly  for  reference.  I  find 
that  the  line  of  interest  is  in  experiment — to  make  the  work  a  recitation  from 
a  text  would  kill  the  interest.  The  five  boys  who  compose  the  class  are  keen 
to  try  experiments  and  quickly  grasp  the  purpose  and  underlying  principle. 
Our  last  experiment  is  a  germination  test  for  corn.  The  boys  are  keenly  in- 
terested in  this.  This  is  the  line  we  must  follow  for  classroom  work.  As  soon 
as  the  season  peimits  we  shall,  of  course,  undertake  actual  growing  of  plants. 
I  feel  that  this  simple  beginning  promises  to  make  one  of  the  biggest  things  in 
the  school  for  live  education." 

Other  high  schools  which  are  following  the  applied  science  method  are 
Hollywood  and  Glendale  in  Los  Angeles  county,  Ventura  and  Santa  Cruz. 
A  private  school  known  as  the  Imperial   Valley  Collegiate  Institute  was  opened 
at  Heber  in  the  fall  of  1 908  with  the  plan  to    make    agriculture    a    prominent 


7 

feature  of  its  instruction.     It  is  now  of  secondary  grade  but  hopes  eventually 
to  gain  college  standing. 

The  writer  would  be  glad  to  hear  from  any  California  high  schools  not 
here  mentioned  that  may  be  teaching  agriculture  in  any  way.  Descriptions  of 
methods  of  teaching,  outlines,  photographs  of  classes  at  work  or  any  other 
material  will  be  welcomed  and  used  for  helping  along  the  cause  of  agricultural 
education. 

AGRICULTURE  A T  THE  CALIFORNIA     POLYTECHNIC 
SCHOOL,  SAN  LUIS  OBISPO 

This  school  opened  for  instruction  in  September,  1903,  as  a  secondary 
school  to  teach  agriculture,  mechanics  and  household  arts.  The  course  of 
study  is  three  years  in  length,  and  during  five  years  of  trial  each  course  has  been 
worked  down  to  a  firm  and  substantial  basis.  The  equipment  for  teaching  ag- 
riculture is  so  excellent ;  the  course  of  study  so  typical  of  what  it  should  be  in 
a  secondary  school  where  agriculture  is  the  chief  aim,  and  it  has  been  so 
fruitful  in  developing  strong  young  men  that  it  is  here  given  in  full  in  the  hope 
that  it  may  be  of  assistance  to  those  who  may  be  seeking  guidance  in  forming 
agricultural  courses. 

The  mathematics  is  in  every  way  similar  to  that  given  in  a  high  school, 
except  that  a  more  practical  bearing  than  usual  may  be  given  to  the  third 
year.  English  for  the  first  two  years  is  similar  to  a  like  period  in  the  high 
school,  while  the  history  is  American  only.  Chemistry  in  the  second  year  is 
the  general  course  and  special  agricultural  chemistry  is  reserved  for  the  third 
year,  when  agricultural  students  are  in  a  class  separate  from  those  in  other 
courses.  Physics  is  given  with  a  strong  practical  bearing  and  emphas.s  is 
placed  upon  electricity,  steam  and  gasoline  as  motive  powers,  and  practice 
given  in  running  and  handling  engines    of  the  different  kinds. 

The  course  of  study  follows :  The  first,  second,  and  third  terms  of  the 
school  year  are  indicated  by  a,  b,  and  c,  respectively.  Each  school  day  is  di- 
vided into  eight  45 -minute  periods.  The  number  of  periods  per  week  each  sub- 
ject is  taken  is  indicated  by  figures.  When  the  periods  are  the  same  For  three 
terms,  the  number  is  given  but  once. 

AGRICULTURE 

First  Year. 

Arithmetic,  b3,  c3.  Carpentry  and  Forge  Work,  8. 

Botany  and  Plant  Propagation,  8.  English,  5. 

Poultry,  &3,  c3.  Freehand  Drawing    and    Farm    Build- 
Algebra,  5.  ings,  a5,  b4,  c4. 
Soils  and  Fertilizers,  5. 

Second  Year. 

Horticulture,  b\  1,  c7 .  English,  5. 

Dairying,  hi ,  c6.  Chemistry,  8. 

Mathematics  II,  5.  Drawing,  al . 

Animal  Husbandry,  all,  c4. 


Third  Year. 

Irrigation  and  Surveying,  4.  Physics,  7. 

Agricultural  Chemistry,  5.  Animal  Physiology,  3. 

Animal  Husbandry,  3.  Mathematics  III,  5. 
History  and  Civics,  5. 

In  May,  1909,  the  Board  of  Trustees  voted  to  add  a  fourth  year  for  stu- 
dents entering  in  September,  1  909.  The  details  of  the  additional  work  have 
not  been  announced. 

UNIVERSITY    FARM  SCHOOL,   DAVIS 

Instruction  in  agriculture  of  high  school  grade  began  at  the  University 
Farm  at  Davis  in  January,  1  909.  Students  are  admitted  at  fifteen  years  of 
age  from  the  grammar  school  and  given  a  course  of  three  yeais  of  about  eight 
months  each.  The  major  portion  of  the  course  is  devoted  to  strictly  agricul- 
tural subjects  or  the  sciences  related  directly  thereto,  but  substantial  courses  in 
English,  history  and  mathematics  are  also  given.  The  detailed  course  of  study 
is  as  follows: 


First  Year. 

First  term, 

Second  term, 

1  3   weeks. 

18  weeks 

Hoi 

irs  per  week. 

Hours  per  week 

Botany  and  Plant  Propagation 

Livestock  Judging. 

Agriculture 

Entomology 

Poultry 

Farm  Practice 

Arithmetic  and  Algebra 

English 

8 

is' 

6 

■  y  • 

3 
3 

8 
4 
4 

5 

3 
3 
3 

Second  Year 

Chemistry 

Horticulture  and  Viticulture 

Animal  Industry 

Dairy  Industry 

Farm  Accounts 

Mathematics 

English 

8 

6 

10 

'  3 

3 

8 
6 

"8* 
2 
3 
3 

Third 

Year 

Soil  Fertility  and  Farm  Crops 

Farm  Mechanics 

Irrigation 

6 
6 

4 

6 
6 

4 

Animal  Physiology  and  Animal  Industry  4  4 

Elective  4  4 

Mathematics  3  3 

History  and  Civics  3  3 

BEGINNING  AGRICULTURE  IN  THE  HIGH  SCHOOL 

The  intioduction  of  agriculture  is  not  so  difficult  as  maybe  at  first  suppos- 
ed by  the  uninitiated.  The  subject  is  a  big  one  to  be  sure,  but  it  need  not  be  at- 
tacked all  at  once  at  all  points.  It  is  better  to  make  a  small  beginning  and  that 
at  the  places  which  seem  easiest  and  most  familiar  to  the  individual  teacher. 
Agriculture,  while  not  a  science  itself,  includes  within  its  scope  all  of  the  sciences 
commonly  taught  in  the  public  schools.  The  science  teacher,  therefore,  is 
eminently  fitted  to  begin  agricultural  teaching  whether  trained  in  an  agricul- 
tural college  or  not,  although  such  a  training  is  the  logical  preparation. 

The  modern  method  of  giving  a  course  in  general  science  during  the  first 
year  or  two  of  the  high  school  affords  a  means  of  doing  some  substantial  agri- 
cultural teaching  without  any  shock  to  the  old  time  feelings  and  dignity ;  for 
agriculture  is  a  subject  around  which  may  be  grouped  all  of  the  sciences  essen- 
tial in  such  a  course.  Botany,  physiography,  chemistry,  physics,  zoology,  en- 
tomology, and  physiology  are  all  taught  at  present  and  each  one  has  an  impor- 
tant bearing  in  an  agricultural  education.  Take  for  example  a  pot  of  soil:  It  is 
made  from  rock  which  was  weathered  and  decomposed  in  the  process — a  point 
which  is  one  of  the  first  to  be  taught  in  physiography.  It  is  composed  of  ele- 
ments each  having  a  relation  one  with  the  other  and  with  its  fertility — here 
comes  chemistry.  Water  moves  in  it  by  gravity  or  by  capillarity — relations 
studied  in  physics.  Plant  a  seed  in  it  and  watch  its  growth — botany.  Lar- 
vae of  insects  may  be  found  in  it — entomology.  The  live  teacher  has  only  to 
make  a  few  trials  in  bringing  agriculture  into  the  school  room  to  be  convinced 
of  its  value  and  its  absorbing  interest  to  the  student. 

Two  subjects,  fundamental  in  all  well-organized  courses  in  agriculture, 
are  soils  and  botany.  The  former  does  not  exist  as  a  recognized  high  school 
study  but  may  be  readily  correlated  with  physical  geography,  or  physiography, 
which  is  the  regular  first  year  science.  The  correlation  can  be  made  so  readily 
as  not  to  interfere  with  University  entrance  requirements.  Mr.  R.  S.  Holway, 
assistant  professor  of  Physical  Geography  in  the  University  of  California,  has 
expressed  his  desire  that  the  subject  may  be  given  a  greater  agricultural  bear- 
ing, and  teachers  will  find  it  helpful  to  correspond  with  him  in  regard  to  this 
correlation  of  the  subjects.  Botany  is  so  thoroughly  established  as  a  science 
subject,  usually  given  in  the  second  year,  that  nothing  more  can  be  desired  than 
to  give  it  a  more  practical  bearing  and  to  lean  its  laboratory  and  garden  work 
toward  agriculture. 

We  have  thus  the  first  two  years  o  f  high  school  provided  with  agricultur- 
al studies,  and  have  not  made  a  radical  change  in  the  course,  nor  interfered 
with  college  entrance  credits;  a  point  that  is  manifestly  advisable  in  the  pres- 
ent constitution  of  the  school  system.  Every  boy  and  girl  in  the  school 
would  be  broadened  in  useful  every  day  information  and  in  general  culture  by 
taking  both  subjects.  The  third  and  fourth  years  may  be  reserved  for  the 
more  technical  agricultural  branches  and  for  those  which  may  be  correlated 
Avith  chemistry,  physics  and  economics.      These  may    be    made    elective    and 


10 

more  agriculture  taken  by  students  whc  desire  to  engage  in  farming  as  soon 
as  the  high  school  course  is  finished.  It  is  hoped  further  that  some  of  the 
third  and  fourth  year  subjects  may  be  taught  in  such  a  manner  as  to  permit  of 
their  being  offered  as  electives  for  University  entrance  among  the  group  of 
one-third  elective  which  is  now  permitted  by  the  University. 

The  amount  of  time  to  be  devoted  to  agriculture  will  depend  upon  the 
ability  and  experience  of  the  teacher,  the  degree  to  which  the  teacher  feels 
that  present  high  school  studies  may  be  curtailed,  or  some  omitted,  and  the 
demand  for  technical  agriculture  in  the  elective  years.  The  field  and  garden 
work  should  be  made  a  part  of  the  regular  school  period,  so  that  the  pupil 
will  not  consider  it  extra  work.  In  the  first  two  years  this  may  easily,  how- 
ever, be  added  to  the  present  school  day,  because  it  has  so  much  of  physical 
exercise  as  to  make  it  no  hardship  to  remain  until  four  o'clock  instead  of  being 
dismissed  at  three.  The  longer  periods  required  in  the  third  and  fourth  years 
for  field  observations  and  excursions  will  work  themselves  out  by  a  little  ex- 
perience in  each  school. 

Briefly  stated  the  work  in  agriculture  suggested  is  as  follows: 

First  year — Soils  with   Physiography,  or  General  Science. 

Second  year — Botany  and  Plant    Propagation. 

Third  year — Horticulture,   Forestry,     Field    and     Forage     Crops     and 
Dairying. 

Fourth  year — Animal    Husbandry,    Agricultural    Chemistry    and    Phy- 
sics,   Farm    Mechanics   and  Farm    Management. 

It  is  not  within  the  scope  of  this  circular  to  give  in  detail  the  methods  of 
presenting  the  various  agricultural  subjects.  To  do  this  would  require  several 
volumes.  Many  bulletins  and  circulars  for  free  distribution  and  many  books 
have  been  issued  as  teachers'  helps  and  texts  for  secondary  and  elementary  ag- 
riculture. A  partial  list  of  these  is  given  on  the  last  page  of  the  circular  and 
teachers  are  recommended  to  examine  the  list  carefully.  The  writer  will  gladly 
enter  into  correspondence  with  teachers  and  others  interested  concerning  the  in- 
troduction of  agriculture,  text  books  and  any  other  phase  of  the  subject  that 
may  arise. 
UNIVERSITY  CREDIT  FOR  HIGH  SCHOOL  AGRICULTURE 

The  faculty  of  the  University  of  California  added  on  April  9,  1909, 
three  subjects  fo  the  list  of  elective  entrance  credits  that  may  be  offered  by  high 
school  graduates,  bearing  directly  upon  agriculture.  One  is  a  course  in  Gen- 
eral Science  for  first  year  work  and  the  other  two,  Horticulture  and  Dairying, 
to  be  taken  in  the  third  and  fourth  yea  rs ;  the  full  text  as  adopted  by  the  fac- 
ulty is  here  given. 
12g.      General     Science.       [3     units.] 

This  subject  should  be  taken  during  the  first  year  of  the  high  school 
course.  The  aim  of  the  work  should  be  to  develop  answers  to  the  questions 
which  arise  in  the  pupil's  daily  experience  with  natural  phenomena,  and  to  fa- 
miliarize the  pupil  with  the  fundamental  principles  underlying  these  phenomena. 
The  subject  should  be  treated  from  the  point  of  view  of  natural  science  in  gen- 
eral, rather  than  from  the  points  of  view  of  the  several  subdivisions  thereof. 

Constant  labratory  and  field  work  is  essential.  As  a  rule,  the  pupil  should 
perform  his  own  experiments,  and,  wherever  possible,  these  experiments  should 
De  so  simplified  that  they  may  be  repeated  at  home. 


// 

The  course  should  deal  with  such  elementary  scientific  principles  as  are 
involved  in  gardening,  including  a  study  of  soil   and  elementary  physiography ; 
household  operations ;  sanitation ;  simple  machinery,  including  the  steam  engine ; 
the  weather;  the  changes  of  seasons,  and  similar  natural  phenomena. 
19a.     Dairying.     \_V/2  units.] 

Credit  will  be  given  only  when  accompan^d  by  credit  for  subject  I  2b 
(chemistry).  The  time  required  for  subject  I  9a  is  the  equivalent  of  five  ex- 
ercises a  week  for  one  half-year.  The  work  must  be  taken  during  the  last  two 
years  of  the  high  school  course. 

The  study  should  embrace  the  composition  of  milk,  the  Babcock  test  for 
fat  and  adulterations,  the  separation  of  cream  from  milk,  cream  ripening,churn- 
ing,  washing,  working  and  packing  butter,  and  the  principles  of  cheese-mak- 
ing. Especial  attention  should  be  paid  to  the  sanitary  production  and  handling 
of  milk  from  the  cow  to  the  consumer.  At  least  1  -3  of  the  excercises  should 
be  laboratory  or  field  work.  The  laboratory  work  should  consist  in  a  thorough 
drill  in  the  use  of  the  Babcock  milk  test  and  in  detecting  adulterations  by  using 
the  same  test  and  the  lactometer;  in  a  study  of  the  effect  of  pasteurization, 
sterilization  and  bacterial  action  upon  the  keeping  qualities  of  milk;  and  in  the 
preliminary  operations  of  cheese-making  by  a  study  of  the  use  of  rennet,  pure 
culture  starters,  etc.  All  of  this  laboratory  work  can  be  done  with  very  small 
quantities  of  milk  in  the  chemical  laboratory.  For  the  actual  making  of  butter 
and  cheese  visit  and  inspect  neighboring  creameries  and  cheese  factories.  The 
ground  to  be  covered  is  represented  in  Wing's  "Milk  and  its  Products,"  and 
Farrington  and  Woll's  "Testing  Milk  and  Milk  Products." 
19b.     Horticulture.     iV/2  units.] 

Credit  will  be  given  only  if  accompanied  by  credit  for  Subject  1 2c 
(botany).  Subject  1 9b  must  be  undertaken  during  the  third  or  fourth  year  of 
the  high  school  course,  following  the  course  in  botany.  The  requirement  re- 
presents the  equivalent  of  five  exerises   a  week  during  a  half-year. 

The  study  includes  the  fruits  and  vines  of  California,  and  especially  of 
the  individual  pupil's  home  region,  as  to  varieties,  methods  of  growth,  cultiva- 
tion, and  marketing.  At  least  one-third  of  the  exercises  should  be  laboratory 
or  field  work,  covering  propagation  by  the  different  methods  of  budding, 
grafting  and  layering;  examination  of  insects  and  of  fungus  diseases;  mix- 
ing sprays  and  spraying;  pruning  and  treating  wounds;  planting,  cultivating 
and  irrigating  trees  and  vines,  gathering  and  packing  fruit;  decorating  home 
and  school  grounds  with  shrubs,  trees,  vines  and  flowers.  Part  of  the  field 
work  can  be  done  at  school,  and  part  in  neighboring  orchards,  vineyards,  and 
packing  houses.  The  scope  and  method  of  the  work  is  indicated  in  chapters 
IX  to  XIII  of  Jackson  and  Daugherty's  "Agriculture  through  the  Laboratory 
and  School  Garden,"  and  in  Wickson's  "California   Fruits." 

OUTLINE  FOR  HIGH  SCHOOL  AGRICULTURE. 

In  order  that  the  important  parts  of  an  agricultural  course  may  be  more 
definitely  placed  before  the  eye  of  the  teacher,  the  following  outline  is  pre- 
sented. It  is  intended  to  be  suggestive  rather  than  complete,  especially  in 
subjects  like  botany,  which  has  been  so  long  taught  and  is  so  well  or- 
ganized. In  this  particular  subject,  the  writer  has  not  attempted  an  outline 
further  than  to  copy  the  very  suggestive  one  given  under  the  head  of  Oster- 
hout's  "Experiments  With    Plants,"  to  whom  acknowledgement  is  here  made. 


12 

Purely  agricultural  topics  have  been  amplified  to  a  greater  extent  for  the 
reason  that  the  majority  of  teachers  are  unfamiliar  with  them.  It  is  believed 
that  grammar  school  teachers  may  find  something  of  value  and  encouragement 
herein  when  teaching  agriculture  to  their  pupils.  For  direct  assistance  in  field 
work  in  botany  and  soils  consult  Circular  No.  46  of  this  Station  on  School 
Gardens  by  Professor  E.  B.  Babcock. 

HIGH   SCHOOL  AGRICULTURE. 

First  Year. 

/.•SOILS. 

A — Origin  and  formation. 

/.     Physical    and    chemical  agencies. 

2.     Plant  and  animal  life. 
B — Kinds,  classification. 

/.     According  to  source. 

2.  Physical — gravel,    sand,  loam,  silt,  clay. 

3.  Properties — light,    heavy,  porous,  imperious. 
C — Chemical  composition. 

/.     Statement  of  common  elements  and  compounds  present. 
2.     Illustrate   as   carbon,  sulphur,  potassium,  iron,  lime,  marble, 
granite. 
D — Physical  properties. 

/.     Weight,  color,  odor,  taste. 

2.  Size  form  and  arrangement  of  particles. 

3.  Relation  to  water,  heat  and  cold. 
E — Water  of  soils. 

/.  Hydrostatic  or  ground  water. 

2.  Capillary  water. 

3.  Hygroscopic,  or  water  in  air  dry  soil. 

4.  Loss  of  soil  water  by 

(a)  Percolation.  . 

(b)  Evaporation. 

(c)  Transpiration. 

5.  Conserve  or  save  water  in  soil  by 

(a)  Mulching — with  straw,  leaves,  etc. 

(b)  Cultivation— -making  a  soil  mulch. 
F — Irrigation. 

/.     Object — to  apply  water  to  the  soil. 
2.     Methods 

(a)  Surface  sprinkling,  as  on  lawn. 

(b)  Flooding,   as    in  checks  on  alfalfa. 

(c)  Furrow     deep,  as  in  orchards  and  shallow  as  some- 
times on   alfalfa. 

G — Drainage. 

/      Object — to  remove    surplus  water  from  soil. 
2     Methods 

(a)  Surface  or  open  ditches. 

(b)  Underground,  as  by  tiling. 


13 

H— Tillage. 

/.     Improves   texture  of  soil. 

2.  Conserves  moisture. 

3.  Increases  water  holding  power. 

4.  Promotes  nitrification. 

5.  Airs  and  warms  the  soil. 
I — Enrichment. 

/.     Essential    fertilizing    constituents. 

Nitrogen,  potash,  phosphoric  acid,  lime. 

2.  Commercial  fertilizers. 

3.  Farm    manures,    green  manures. 

4.  Rotation  of  crops. 

J — Field  Work — The  School    Garden. 

/.     Growing    vegetables  and  flowers. 

2.  Cultivation,    irrigation  and  fertilization. 

3.  Study  movements  of   water  in    soil,  soil    temperature    and 

texture. 

4.  Window  Gardening. 

Second  Year. 
I.     BOTANY. 

A — Class  and  laboratory  study. 

/.     The  awakening  of  the  seed. 

2.  Getting  established. 

3.  The  work  of  the  roots. 

4.  The  work  of  the  leaves. 

5.  The  work  of  the  stems. 

6.  The  work  of  the  flowers. 

7.  The  work  of  the  fruits. 

8.  How  plants  are  influenced  by  their  surroundings. 

9.  Plants  which  cause   decay  and  fermentation  and  disease. 
10.     Making  new  kinds  of  plants. 

B — Field  Work  (in  school  and  home  gardens). 
/.     Propagation  of  plants. 

(a)  By    seeds — seed  testing. 

(b)  By  soft  cuttings. 

(c)  By    hardwood  cuttings. 

(d)  By  budding,  grafting,  layering. 

(e)  Potting  plants. 
2.     Gardening. 

(a)  The    home  vegetable  garden. 

(b)  Flowers  and   other  oramentals. 

(c)  Growing   farm  crops  from  selected  seed. 

Third   Year. 

I.      Horticulture  and  Viticulture. 

A — Study  fruits  and  vines  of  California  and  home  region. 
/ .     Varieties. 

2.  Methods  of  growth,   propagation,  pruning,  irrigation    and 

cultivation. 

3.  Crops, —  harvesting,   marketing. 


14 

4.  Insect   enemies, — study  of  chief  classes  of  insects,  and  the 

methods  of  combatting  them. 

5.  Diseases —    bacteria  and  other  causes  of  disease  and  meth- 

ods   of    prevention  and  control. 

6.  Birds  in  their  economic  relation  to  fruit  grower  and  farmer. 
B — Field  work    (in  neighboring  orchards  and  vineyards). 

/.  Pruning  and  treating   wounds. 

2.  Review  of  budding,    grafting,   etc. 

3.  Examination  of  insects  and  fungus  diseases. 

4.  Mixing  sprays  and  spraying. 

5.  Cultivation  and  irrigation. 

6.  Gathering    and   preparing  fruit  for  market. 
//.      Forestry  and  Ornamenting  School  and  Home  Grounds. 

///.      Field  and  Forage  Crops. 

A — Cereals   (other  groups  may  be  classified  also). 

Wheat,    Indian    corn,    oats,  barley,  rye,  rice,  sorghum,  buck- 
wheat. 
B — Grasses,    legumes,    vegetables,  tubers,  roots,  sugar,  oil  and  fiber 

plants. 
C — Field  work  (in  school  and    home  gardens). 

/.     Growing  legumes,  such  as  alfalfa,  peas,  beans,  etc. 
2.     Improving  cereals  and  other  crops  by  seed  selection. 

IV.     DAIRYING. 

A— Milk. 

/ .     Composition. 

2.     Study  of  each  constituent   in   composition;   fat,   casein,   al- 
bumin, sugar,  ash. 
B — Babcock  test  for  fat  in  milk,  cream,  butter  and  cheese. 

Purchase   small   tester   if    possible. 

Specific   gravity   test   with  lactometer. 
C — Production    and    care   of  milk. 

/.     Cleanliness  of  stable,    cows,  vessels,  and  attendants. 

2.  Milking,    straining,  aerating,  cooling. 

3.  Bacteria  as  cause  of    souring  and  other  changes  and  flavors. 

4.  Odors  and  flavors  not  caused  by  bacteria. 

5.  Preventing  and  controlling  fermentations. 

6.  Diseases  that  may  be    carried  by  milk. 

D — Milk  and  cream  for  home  use,  quality  of,  methods  of  marketing. 
E — Separation  of  cream  from    milk. 
/.     Gravity  in  pans. 

2.  Centrifugal    separator. 

3.  The    farm    separator    and  its  use. 
F — Butter  making. 

/.  In  the  home. 

2.  In  the  nearby  creamery. 

3.  From  cream  shipped    to  city. 

4.  Ripening  cream — flavors. 

5.  Kinds    of    churns. 

6.  Coloring,    washing,    salting,  working,  packing,  marketing. 
G — Cheese  making. 


15 

/.     California  and  Eastern  methods. 

2.    Other  and  fancy  varieties. 
H — Condensed  milk. 
I.      Field  work. 

/.     Visit  creameries    or   cheese  factories  in  neighborhood. 

2.  Have  small  Babcock   test  in  school,  and  pupils  bring  sam- 

ples     of      milk   from  home. 

3.  Visit  dairies  to  study   cleanliness. 

Fourth  Year 

I.     ANIMAL  HUSBANDRY. 
A — Study  of  breeds. 
/.     Horses. 

(a)  Draft,    coach,  trotting,    roadsters,    running,    ponies, 
mules. 

2.  Cattle. 

(a)  Beef, — Shorthorn,  Hereford,    Angus,    Galloway, 
etc. 

(b)  Dairy, — Holstein,  Jersey,  Guernsey,  Aryshire. 

3.  Sheep. 

(a)    Mutton, — Shropshire,  Southdown,  Dorset,  Lincoln. 

(b)  Wool, — Merino,  Rambouillet. 

4.  Swine. 

(a)  Black, — Berkshire,  Poland  China,  Essex. 

(b)  Red, — Duroc,  Tamworth. 

(c)  White, — Cheshire,  Chester  White,  Victoria. 

5.  Goats.     Value  for  milk  supply. 
B. — Field  work   (with  the  home  stock). 

/.     Scoring  and  judging  as  many  breeds  as  available. 

2.  Visit    farm  to    study    animals  and  their    care,  housing    and 

cleanliness. 

3.  Prevention  of  disease   and   treatment  of   common   ailments 

and  injuries. 

//.     POULTRY. 

A. — Study  of  breeds. 
/.     Egg  breeds. 

(a)  Mediterranean, — Leghorn,     Minorca,     Spanish. 

(b)  Hamburg, — Houdan. 

2.  Meat  breeds. 

Asiatics, — Brahmas,  Cochins,  Langshans. 

3.  General  purpose  breeds. 

Plymouth  Rock, — Wyandotte,      Jave,      Dorking, 
Rhode  Island  Red,  Orprington. 

4.  Fancy  breeds. 

Polish,  Game,    Bantam. 
B. — Study  of  incubators,   incubation    and   brooding. 
C. — Care    and    management,  diseases  and  their  control. 
D. — Judging  and  scoring  all  breeds, — fowls  from  home  yard. 


16 

III.  FEEDING  ANIMALS. 

A — Principles  of  feeding. 
/.     For  work. 

2.  For  meat,  milk,  wool    or  eggs. 

3.  For  growth. 

B — Compounding  rations. 

IV.  FARM  MECHANICS. 

A — Various  structures  and  works  on  the  farm. 
/.     Planning  and  erecting  farm  buildings. 

2.  Irrigation    systems   and  roads. 

3.  Water  and  sewer  systems  for  farm  house — laying  water  and 

sewer  pipe. 

4.  Surveying — measuring  land  and  laying  out  all  the  above 

systems. 
B — Farm  Machinery. 

/.     Study  principles  in  agricultural  physics. 

2.  Learn  construction  by  taking  apart  and  setting  up  again. 

3.  Operate  all  kinds  possible. 

4.  Importance  of  good  care  and  of  prompt  repairing. 
V.    FARM  MANAGEMENT. 

A — Selection  of  farms  and  their  location. 
/.     Market  facilities. 

2.  Water  supply,  irrigation  and  drainage. 

3.  School  and  social  facilities. 
B — Labor  on  the  farm. 

C — Systems  of  farming. 

/.     Intensive —    diversified  crops. 

2.     Extensive,  range  and  grain  lands. 
D — Marketing. 

/.     Preparing  crops  for  market. 

2.  Various    methods   of    disposing  of  crop. 

3.  Transportation  problems. 

4.  Advertising. 

E — Keeping  farm  accounts. 

/.     Records  of  animal  production,  feed,  milk  and  breeding. 

2.  Records  of  crops  and  separate  fields. 

3.  Making  inventories. 

4.  Bookkeeping. 

A  PARTIAL  LIST  OF  HELPFUL    BULLETINS,    CIRCULARS 
AND  BOOKS  ON  AGRICULTURE. 

L      Publications  of  U.  S.  Department  of  Agriculture,  Office  of  Exper* 
iment  Station,  usually  free  on  application: 
Circular  No.  49. — Secondary  Courses  in  Agriculture. 
Circular     No.    52. — A  Few    Good    Books    and    Bulletins   on 

Nature     Study  and   Elementary  Agriculture. 
Circular    No.    60. — The  Teaching  of  Agriculture  in  the  Rural 

Common  Schools. 
Circular  No.  77. — A  Secondary  Course  in  Agronomy. 


17 

Bulletin  No.   I  60. — School  Gardens.     Galloway. 

Bulletin   No.    1  86. — Exercises  in  Elementary  Plant  Production. 

Crosby. 
Bulletin    No.     195. — Simple   Exercises   Illustrating  Some  Ap- 
plications  of   Chemistry  to  Agriculture. 
Progress  in  Agricultural  Education,     1906,     1907,    1908;   re- 
prints from  Annual  Report,    Office    Experiment    Stations, 
1906,   1907,  and  1908. 
IL      Other   free   Bulletins: 

Farmer's    Bulletin,    Washington  D.  C.  No.  218. — The  School 

Garden.    Corbett. 
Bureau     of     Education,  Washington,   D.   C.   No.   2,    1907, — - 

Agricultural    Education.  Jewell. 
Bureau    of     Education,  Washington,   D.   C.   No.    1 ,    1 908. — 

On  the  training  of    Persons  to  Teach  Agriculture  in  the 

Public    Schools.    Bailey. 
Agricultural    Experiment   Station,  Berkeley,    Circular  No.    46. 
School   Gardens  in  California.     E.  B.  Babcock. 
///.      Some  Bulletins  for  which  a  small  charge  is  made: 

School  Gardens  for  California    Schools,    by     B.     M.     Davis, 

State  Normal  School,    Chico. 
One    Hundred    Experiments    in    Elementary    Agriculture,    by 

R.    O.   Johnson,   State  Normal  School,  Chico. 
Nature    Study    Bulletin,  by    Woodworth    and    Osterhout,    Col- 
lege of  Agriculture,  Berkeley. 
IV.      Elementary  boof^s  which  may   be  used  as  texts  in  Grammar  Grades: 
Goff    &    Mayne — First  Principles  of  Agriculture.   Am.    Book 

Co. 
Davis — Rural     Agriculture.  Orange  Judd  Co. 
Vivian — First       Principles  of  Soil  Fertility.  Orange  Judd  Co. 
Jackson  &  Daugherty — Agriculture     through     Laboratory     & 

School     Garden.  Orange  Judd  Co. 
Burkett,  Stevens  &  Hill. — Agriculture  for  Beginngers.     Ginn  & 

Co. 
Goodrich — The   First  Book  of   Farming.   Doubleday,   Page  & 

Co. 
Van    Norman — First    Lessons  in  Dairying.   Orange  Judd  Co. 
Hemenway — How  to  make  School  Gardens.     Doubleday, 

Page  &  Co. 
Hilgard    &   Osterhout — Agriculture   for  Schools   in   California 

and    Other    Pacific  States.    Macmillan    Co.     (in  prepara- 
tion. ) 
V.      Books  which  may  be  used  as    texts  in  High  Schools: 

Warren — Elements  of  Agriculture.     Macmillan  Co. 

Bailey  &  Coleman — First  course  in  Biology.     Macmillan  Co. 

King — The    Soil.     Macmillan  Co. 

Burkett — Soils.    Orange  Judd   Co. 

Snyder — Soils    and    Fertilizers.     Macmillan  Co. 

Snyder — Chemistry     of  Plant   and  Animal   Life.      Macmillan 

Co. 


18 

Roberts — Fertility  of  the  Land.  Macmillan  Co. 

Bailey — Principles  of  Agriculture.     Macmillan  Co. 

Bailey — Lessons  with  Plants.      Macmillan  Co. 

Osterhout —   Experiments  with  Plants.     Macmillan  Co. 

Bailey — Principles  of  Fruit  Growing.     Macmillan  Co. 

Wickson — California  Fruits.     Pacific  Rural  Press. 

Hunt — Cereals  in  America.     Orange  Judd  Co. 

Lyon   &   Montgomery — Examining  and  Grading  Grain.     Ginn 

&  Co. 
Wing — Milk  and  Its  Products.     Macmillan  Co. 
Farrington  &  Woll — Testing  Milk.     Mendoto  Book  Co. 
Plumb — Breeds  of  Live    Stock.     Ginn  &  Co. 
Mrs.   A.    Basley — Poultry  Book.      Published  by  Author,    Los 

Angeles. 
Ferguson  &  Lewis — Elementary  Principles  of  Agriculture. 

Ferguson  Pub.  Co.,  Sherman,  Tex. 
Wilkinson — Practical  Agriculture.     American  Book  Co. 
Gifford — Practical   Forestry.     Appletons. 
VI.      Books  for  reference  and  teachers'  use: 
Hilgard — Soils.    Macmillan  Co. 
Fletcher — Soils.    Double  day,  Page  &  Co. 
Roberts — The     Farmstead.    Macmillan    Co. 
King — Physics    of    Agriculture.     Pub.    by    Author,    Madison, 

Wis. 
Wickson — California    Vegetables.      Pacific  Rural  Press. 
Hume — Citrus  Fruits  and  Culture.     H.  &  W.  B.  Drey  Co. 
Van  Slyke — Testing  Milk.     Orange  Judd  Co. 
Wilcox — -Farm    Animals.     Doubleday,  Page  &  Co. 
Roberts — The  Horse.      Macmillan  Co. 
Mayo — The  Care  of  Animals.     Macmillan  Co. 
Craig — Judging    Live    Stock.     Kenyon  Printing  &  Mfg.  Co. 
Watson — Farm  Poultry.    Macmillan  Co. 

Roberts — The    Farmers'    Business  Handbook.     Macmillan  Co. 
Card — Farm    Management.  Doubleday,  Page  &  Co. 
Henry — Feeds  and  Feeding.  W.  A.  Henry,  Madison,  Wis. 
Jordan — Feeding    Farm  Animals.     Macmillan  Co. 
Davidson  &  Chase — Farm    Machinery    &    Motors.         Orange 

Judd  &  Co. 
Bailey — Nature    Study    Idea.     Doubleday,  Page  &  Co. 
Bailey — Outlook   to   Nature.      Macmillan  Co. 
Bailey — The  State  and    the  Farmer.      Macmillan  Co. 
Bailey — The  Training  of  the  Farmer.     The  Century  Co. 
Davenport — Education  for  Efficiency.     Heath  &  Co. 


